Watch Recording
Zoom 10 Workshops (60 minutes)
Oct 16, 2020 01:50 PM - Aug 31, 2021 02:50 PM(Asia/Ho_Chi_Minh)
20201016T1350 20201016T1450 Asia/Ho_Chi_Minh Teaching at Points of Need: Exploiting Emergent Language in a Syllabus-Heavy Class

Current research shows that the most effective learning occurs at a point of need; research also shows that these needs emerge more fluidly than what is addressed by static lesson plans, textbooks, and schemes of work. Recent methodologies like Dogme suggest remedies for this by fostering student-driven lessons that work entirely with language produced in class, emergent language, the input unplanned for by the teacher beforehand. While this does-very importantly-address learners' needs as they express them at their point of need, many teachers cannot lead Dogme lessons. Customer service, accountability, and standardised testing issues alone mean lessons are inevitably bound to textbooks and planned input. How, then, can teachers best exploit emergent language anyway within a realistic pedagogical framework? This workshop will begin by focusing on the theory and research behind emergent language as well as handling emergent language as a skill with best practices which can be honed. The workshop will propose several ways emergent language can be better generated and exploited then invites participants to use their knowledge and experience to further discuss opportunities, methods, and activities that suit their learners and lessons. As nascent research is being conducted on this topic, participants will also be introduced to ways they can contribute to these studies.

Zoom 10 VietTESOL International Convention 2021 convention@viettesol.org

Current research shows that the most effective learning occurs at a point of need; research also shows that these needs emerge more fluidly than what is addressed by static lesson plans, textbooks, and schemes of work. Recent methodologies like Dogme suggest remedies for this by fostering student-driven lessons that work entirely with language produced in class, emergent language, the input unplanned for by the teacher beforehand. While this does-very importantly-address learners' needs as they express them at their point of need, many teachers cannot lead Dogme lessons. Customer service, accountability, and standardised testing issues alone mean lessons are inevitably bound to textbooks and planned input. How, then, can teachers best exploit emergent language anyway within a realistic pedagogical framework? This workshop will begin by focusing on the theory and research behind emergent language as well as handling emergent language as a skill with best practices which can be honed. The workshop will propose several ways emergent language can be better generated and exploited then invites participants to use their knowledge and experience to further discuss opportunities, methods, and activities that suit their learners and lessons. As nascent research is being conducted on this topic, participants will also be introduced to ways they can contribute to these studies.

Teacher
,
British Council
Lecturer
,
University of Foreign Language Studies - The University of Danang
Lecturer
,
National academy of education management
Personal Assistant to Deputy Head of School
,
Australian International School Phnom Penh
Regional English Language Officer
,
U.S. Department of State
English Language Trainer
,
Provincial Teacher Training College
teacher of English
,
KE SACH HIGH SCHOOL
Ms. Nguyen  Loan
Vice Head of Division of English Linguistics and Culture Studies
,
Hung Vuong University
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